The Cambridge Dictionary defines research as “A detailed study of a subject, especially in order to discover (new) information or reach a (new) understanding.” Program evaluation necessarily involves research. As we mentioned in our most recent blogpost, “Just the Facts: Data Collection” program evaluation deploys various research methods (e.g., surveys, interviews, statistical analyses, etc.) to find out what is happening and what has happened in regards to a program, initiative, or policy. At the core of every evaluation are key questions that should guide the evaluation. Below we reprise our previous blogpost, “Questions Before Methods,” which emphasizes the importance of specifying evaluation questions prior to the design and implementation of each evaluation.

Like other research initiatives, each program evaluation should begin with a question, or series of questions that the evaluation seeks to answer. (See my previous bog post “Approaching and Evaluation: Ten Issues to Consider”) Evaluation questions are what guide the evaluation, give it direction, and express its purpose. Identifying guiding questions is essential to the success of any evaluation research effort.

Of course, evaluation stakeholders can have various interests, and therefore, can have various kinds of questions about a program. For example, funders often want to know if the program worked, if it was a good investment, and if the desired changes/outcomes were achieved (i.e., outcome/summative questions). During the program’s implementation, program managers and implementers may want to know what’s working and what’s not working, so they can refine the program to ensure that it is more likely to produce the desired outcomes (i.e., formative questions). Program managers and implementers may also want to know which part of the program has been implemented, and if recipients of services are indeed, being reached and receiving program services (i.e., process questions). Participants, community stakeholders, funders, and program implementers may all want to know if the program makes the intended difference in the lives of those who the program is designed to serve (i.e., outcome/summative questions).

While program evaluations seldom serve only one purpose, or ask only one type of question, it may be useful to examine the kinds of questions that pertain to the different types of evaluations. Establishing clarity about the questions an evaluation will answer will maximize the evaluation’s effectiveness, and ensure that stakeholders find evaluation results useful and meaningful.

Although the list below is not exhaustive, it is illustrative of the kinds of questions that each type of evaluation seeks to answer.

The process of identifying which questions program sponsors want the evaluation to answer thus becomes a means for identifying the kinds of methods that an evaluation will use. If, ultimately, we want to know if a program is causing a specific outcome, then the best method (the “gold standard”) is to design a randomized control experiment (RCT). Often, however, we are interested not just in knowing if a program causes a particular outcome, but why it does so and how it does so. In that case, it will be essential to use a mixed methods approach that draws not just on quantitative outcome data that compare the outcomes of treatment and control groups, but also to use qualitative methods (e.g., interviews, focus groups, direct observation of program functioning, document review, etc.) that can help elucidate why what happens, happens, and what program participants experience.

Robust and useful program evaluations begin with the questions that stakeholders want answered, and then identifies the best methods to gather data to answer these questions.

To learn more about our evaluation methods visit our Data Collection & Outcome Measurement page.